The Influence of Metacognitive Self-Regulation and Ability Levels on Problem Solving.

Howard, Bruce C.; McGee, Steven; Shia, Regina; Hong, Namsoo Shin

This research study was conducted to examine particular metacognitive monitoring and regulatory skills in the context of solving science problems in a computer-based learning environment. An effort was also made to extend the work of H. Swanson (1990) using a different measure for metacognition and multiple measures of ability, achievement, and aptitude. Participants were 1,502 students in grades 5 through 9 from schools across the United States. Knowledge of Cognition, Objectivity, and Problem Representation predicted successful problem solving, as hypothesized. In terms of confirming and extending Swanson's work, this study found congruent results: high levels of metacognitive self-regulation compensated for low overall abilities. The research also confirmed Swansons assertion that the constructs of metacognition and ability, achievement, and aptitude operate as independent processes. Results further demonstrate that metacognitive self-regulation was a better predictor of success at problem solving than many standardized measures used in classrooms across the country. (Contains 1 figure, 3 tables, and 38 references.) (SLD)